2. OBJECTIVES
At the end of the program, participants will:
Understand the three basic competencies of
facilitator.
Understand learning theory and its implication.
Understand various facilitation methods/
approaches and when to use them.
Be able to facilitate training effectively.
Be able to design learning environment which is
suitable to learning objectives.
Utilize visual aids effectively.
3. Our Flight Plan
Timing Day 1 Day 2
08:30 - 10:00 Getting acquainted Review and Preview
Introduction (M1) Facilitating Training (M6)
10:00 - 10:15 Coffee Break
10:15 - 12:00 Basic Competencies of Facilitating Training (M6)
Facilitator (M2)
Learning Theory (M3)
12:00 - 13:00 Lunch
13:00 - 15:00 Design Learning Facilitating Training (M6)
Environment (M4) Using Audio/ Visual Aids (M7)
Facilitator Preparation (M5)
15:00 - 15:15 Coffee Break
15:15 – 16:30 Facilitator Preparation (M5) Action Plan (M8)
Review and Assignment Summary and Closing
6. Tell Us Your Experience
The Best Presentation/
Teaching Experience
WHY? ………………
The Worst Presentation/
Teaching Experience
WHY? ………………
Lesson Learnt ………
7. WHY SHOULD WE PRESENT?
To practice
To be listened/
respected by others
To persuade others
To “sell” our ideas
To step up our career
……………………
8. COMMON EXCUSES
I have no time
I am not experienced
It is not my job
I am not the expert
I don’t want to be laughed by
others
I have a stomach ache
10. SELF-REFLECTION
I want to
become a
facilitator
who ……….
Nothing is more terrible than activity without insight.
- Thomas Calyle, Scottish essayist and historian
16. SELF-REFLECTION
Where am I now?
What should I do
to improve?
Nothing is more terrible than activity without insight.
- Thomas Calyle, Scottish essayist and historian
18. Adult Learning Theory
(Knowles, 1990)
Pedagogy Andragogy
art and science of teaching art and science of helping
children adults learn
Students are passive and adult students are active learners
dependent recipients. Adults bring work-related
Bring few experiences to learning experiences.
environment. Adults have the need to know why
Subject-centered learning they are learning something: not
motivated by gold stars or grades
They are self-directed and active
participants in the learning process
Problem-centered learning
Underestimates own ability to learn
19. IMPACT ON TRAINING
Involve (have lots of hands on practice)
Connect new learning to knowledge base
Organize and clearly define program’s goals
Identify learners’ interests; specialized
training to meet trainee’s needs
Provide positive/ constructive GUIDANCE and
feedback
Practical oriented
Create informal & non threatening
environment
20. I am always ready to
learn although I do not
always like being
taught.
~Winston Churchill
22. Message Channels
Visual
Channels
Auditory
Kinesthetic or Tactile
Your learning style is based on
your sensory preference for
receiving information.
23. Visual Learners
Need to “see it” to “know it”.
Prefer to see information such as pictures,
graph, diagrams, cartoons, logo,
demonstrations.
Picture words and concepts they hear as
images
Easily distracted in lecture with no visual aids
Overwhelmed with intense visuals
accompanied by lecture
Benefit from using charts, maps, notes, and
flash cards when studying
24. Auditory Learners
Need to “hear it” to “know it”.
Prefer to hear information spoken
Use music, accent, conversation, voice
Can absorb a lecture with little effort
May not need careful notes to learn.
Often avoid eye contact in order to
concentrate
25. Kinesthetic or Tactile
Learners
Need to “do it” to “know it”.
Prefer touch as their primary mode for taking
in information
In traditional auditory learning situations, they
should write out important facts
Trigger with: emotion, smell, taste, activity
Create study sheets connected to vivid
examples
Role-playing can help the learn and
remember important ideas
26. SELF-REFLECTION
What is my dominant
learning style?
How do I identify
others’ learning style?
How will I apply
theories I learnt in the
classroom?
Nothing is more terrible than activity without insight.
- Thomas Calyle, Scottish essayist and historian
28. IDEAL ENVIRONMENT
Complete audio visual equipments
Appropriate seating layout
Comfortable chairs
Well controlled temperature
Sound-proofed room
5 m2 per participant
Controllable natural daylight
29. SEATING LAYOUT
U shape Advantages:
•Professional/ business like
•Trainer can walk intu U
•Good participant visibility
•Standard, non-threatening
Disadvantages:
•Formal, need ice breaking
•Neck-ache for front participants
•Rear participants are far from the
screen/ flip chart
•Some participant masked by AV
30. SEATING LAYOUT
V shape Advantages:
•Best pattern for visibility
•Optimum trainer/participant
contact
•Less formal than U
Disadvantages:
•Space requirements (only for
small group)
31. SEATING LAYOUT
Fishbone shape Advantages:
•Ideal for team building,
discussion
•Informal
•Trainer can circulate
Disadvantages:
• Poor visibility of some
participants
• Lack of attention and encourage
side conversations.
32. SEATING LAYOUT
Traditional Classroom shape Advantages:
•Accommodate a lot of
participants
•Focus to trainer
Disadvantages:
•Poor visibility of rear participants
•Passive/ low involvement
33. SEATING LAYOUT
Single Square/ Round Shape Advantages:
•High Involvement
•Facilitates discussion/ problem
solving
•Easy to conduct
Disadvantages:
•Media and visual use is difficult
•Limited group size
34. SELF-REFLECTION
How will I apply
theories I learnt in the
classroom?
Nothing is more terrible than activity without insight.
- Thomas Calyle, Scottish essayist and historian
36. Communication
- Some research
Verbal
7%
Visual Vocal
55% 38%
37. What can we conclude?
Our voice is 5 times more important than words
alone
our visual impact is 8 times more important
than words alone
Language should be ‘visual’
Use picturesque language; imagery
Reinforce not just verbally but with gestures
38. Vocal Variety
Pace
Rate at which you speak
100-120 words per minute
Vary your pace
Slow down for important points
Includes phrasing and pausing
39. Vocal Variety
Pitch
How high or how low the voice is
Good to have a variation in range
Voice could go up when stressing a point
Inflection
How high or low voice is within a word
Upward inflection for questions
Downward inflection for statements
40. Vocal Variety
Volume
Variation in volume is sometimes useful
Always audible
Stress
Emphasis of words within sentence
Using inflection, pause or volume
42. Eye contact
Duration 2 – 4 seconds per person
Where to look Professional gaze
Social gaze
Angle of neck Chin parallel to floor
43. Posture
Stand straight but relaxed
Maintain an open posture
Stand straight, weight even on both
feet
Keep shoulder back, knees relaxed
Move away from inviting surfaces
Drop arms to side of body
No hands in pockets
44. Gesture
Use more and larger gestures
Don’t point finger at audience, cross
arms, or put hands on hips
Don’t place hands in prayer position
Hold gesture until point is completed.
Synchronize gestures with your speech.
45. Delivery Methods
Six basic delivery methods:
1. Case Study 4. Role Play
2. Demonstration 5. Structured Exercise
3. Group Discussion6. Instructor Presentation
46. Selecting Delivery Methods
POINT # 3
Consider the Practical
POINT # 2 Requirements
Consider the Learners
POINT # 1
Consider the Learning Objective
49. KNOWING YOUR AUDIENCE (1)
1. THE IMPORTANCE
Anticipating class atmosphere
Know the do and don’t
Predict the class speed
50. KNOWING YOUR AUDIENCE (2)
2. INFORMATION MUST BE
OBTAINED
Audiences’ background
Audiences’ experience
Audiences’ character
Learning ability
Learning preferences
51. KNOWING YOUR AUDIENCE (3)
3. HOW TO GATHER THE
INFORMATION?
Personal data
Information from the superior
Pre class talk
Class observation
52. SELF-REFLECTION
How will I apply
theories I learnt in the
classroom?
Nothing is more terrible than activity without insight.
- Thomas Calyle, Scottish essayist and historian
54. STRUCTURE OF A SESSION
Introduction
Body
Conclusion
Transitions (verbal markers)
55. Level of Attention Paid By A Typical
Audience During A Speech
90
80
70
60
50
40
30
20
10
0
Introduction Body Conclusion
56. What We Can Conclude
Introductions and conclusions are very
important
Principle of Primacy and Recency
Key message to be mentioned at
introduction & conclusion
Body of speech needs attention
grabbers
57. Duration of Each Section
Introduction 10 – 20%
Body 60 – 80%
Conclusion 10 - 20%
As percentage of total length of speech
58. Introduction
Functions of an introduction
To grab positive interest
To establish credibility
To preview main ideas
To give audience a reason to continue
listening (WIIFM)
To tell audience objectives of the speech
Establish a time frame
59. Introduction
Introduce with GrACE!
Greeting
Attention Grabber
Content outline & Credibility
Elaborate on what’s next
60. Conclusion
Functions
Provide closure
Summarise main points
Appeal for action
Inspire
Answer questions & handle objections
61. CONCLUDE THE SESSION
1. Summarize main points
2. Reconfirm the benefits of the training
3. Get participants’ commitments
4. Inspire
5. Final Greeting
62. Organising the
Body of the Speech
P-R-E-P formula
Point (introduction)
Reason
Example / Evidence
Point (conclusion)
66. ADAPTIVE LECTURET
Brief
Explanation
Point
Example/
Illustration
Practice
Trainees’
Comment
67. Frase Transisi
FUNCTION
To prepare participant for
next topic
To sell the next topic
To get attention from
participants
68. Frase Transisi
EXAMPLES
In the previous slide you saw …. Now
you will see ….
Whereas in the last example we saw a
decrease in ….. In this example you will
see an increase in …..
I’ve just shown you how all these
problems were caused. Now I’d like to
propose some solution to these
problems.
In addition to this factor …… there is also
the issue of …….
69. GET/ MAINTAIN ATTENTION
1. Keep eye contact
2. Ask questions
3. Maintain vocal quality
4. Touch with humor
5. Tell the illustration/ real life
example
6. Warming up
7. Stay in your stage
8. Pause regularly
9. Get them involved
70. HANDLING Q & A
1. Anticipate
2. Paraphrase
3. Treat a “why?” question like a “how?”
4. Direct response to entire group.
5. Watch the person’s body language.
6. Give brief answer personally.
7. Redirect to participants.
8. Parking lot.
Does that help?
71. HANDLING DIFFICULT
TRAINEES
1. DOMINANT
Respond concisely, continue
Ignore, don’t response
2. TALK EACH OTHER
Talk to person beside him/her
Pause/ stop
3. PASSIVE/ LOW ENTHUSIASM
Involve
Give more attention & appreciation
Use a lot of practice
72. SELF-REFLECTION
How will I apply
theories I learnt when
I am facilitating a
training?
Nothing is more terrible than activity without insight.
- Thomas Calyle, Scottish essayist and historian
74. TYPES OF AUDIO/VISUAL AIDS
1. LCD Projector
2. OH Projector
3. Flipchart
4. Video/ DVD
5. Simulation tools
6. Poster
7. Sample
8. Slide Projector
9. Music …...
75. BASIC PRINCIPLES
1. You are the best visual aid
of all. Do not let your visual
aids overshadow you the
presenter!
2. To reinforce training impact.
3. Understand the
characteristics of each
audio/visual aid.
4. Use visual aids professionally
and appropriately
76. GENERAL TIPS
Don’t block the view.
Check visibility form participant seat.
Allow enough time for participant to take notes.
Turn off when not in use.
No spelling mistakes
Limit words, add up picture, color, graph, etc.
Prepared for an emergency.
77. SELF-REFLECTION
How can I make use
of audio/ visual aids
to strengthen my
facilitation
performance?
Nothing is more terrible than activity without insight.
- Thomas Calyle, Scottish essayist and historian
80. Final Conclusion
There isn’t “one” perfect way
Consider learning & teaching styles
Be flexible & imaginative
Evaluate & make changes
Feedback….Feedback…
Feedback—get it!
82. The Ten Worst Human Fears
(in the US)
1. Speaking before a group
2. Heights
3. Insects and bugs
4. Financial problems
5. Deep water
6. Sickness
7. Death
8. Flying
9. Loneliness
10. Dogs
85. Playscript/ outline
Greet participants (good morning, how are you? my
assumption: everybody had teaching/ speaking experience;
who has not?)
Ice breaker: shake hand each other.
Use surprise card; ask
Introduce myself them what do they feel
Ask participants to introduce themselves
Sell the benefits
Present the objectives
Present the agenda
Ask participant commitment (let them discuss first, then add
up with slide show)
Bridge to module 1: A person learns faster, better, more,
and more efficient by learning from other experience. it is
interesting to know your teaching/ speaking experience. Let
us share.
86. “Tell me and I'll forget;
show me and I may remember;
involve me and I'll understand."
Chinese Proverbs
87. Men are four:
He who knows not and knows not he knows not,
he is a fool - shun him;
He who knows not and knows he knows not, he is
simple - teach him;
He who knows and knows not he knows, he is
asleep - wake him;
He who knows and knows he knows, hi is wise -
follow him!
- Lady Burton
88. tujuan
ICEBREAKER & OPENERS
memungkinkan peserta menjadi akrab
mengatasi kemungkinan terhadap rasa
ketidakpastian / ragu-ragu
membuat kelompok merasa relaks
membangun momentum untuk tahap
berikutnya
membuat semua peserta terlibat
89. pemahaman & pengelolaan
PERILAKU peserta
terlalu banyak bicara
sangat argumentatif
bicara menurut pandangannya sendiri
sering terlambat
malas bicara atau berpartisipasi
bicara terlalu lama
menantang ide / opini anda
keluar dari topik bahasan
90. pemahaman & pengelolaan
PERILAKU peserta
INTERUPSI “NAKAL”
Abaikan Abaikan
Beri respons dengan Menyapa / menegur
bahasa tubuh Gunakan humor
Jawab dengan singkat Diam sebentar
Tanggapi secara
asertif
Jangan memberikan
kesempatan untuk
berdebat
91. pemahaman & pengelolaan
TIPE - TIPE peserta
Someone Else (“Saya tidak membutuhkan pelatihan ini.”)
Learned (“Apakah pendekatan anda sesuai dengan teori Bart’ ……..”)
Reader (“Menurut buku edisi terakhir yang saya baca tentang hal ini ……..”)
Over The Hill (“Saya hanya ingin mengikuti pelatihan ini ketika masih muda.”)
Me (“Jika anda dan yang lain terus bicara, bagaimana kalian mendengarkan saya[.”)
Hide (“mungkin kalau saya tidak terlihat mencurigakan, anda tidak bertanya pada
saya.”)
Conditional (“Saya mau belajar jika …………..”)
Blue Eyes (“Saya mencoba berkonsentrasi, tetapi anda mengacaukan pikiran
saya.”)
92. Pemahaman & pengelolaan
TIPE - TIPE peserta
Vacation (“Sungguh menyenangkan bisa keluar kantor, bisa duduk-duduk
santai ….”)
Wow (“Berikan segala yang baik untuk saya. Saya percaya pada setiap kata
anda.”)
Critic (“Jika saya tidak berdebat mengenai ini, tidak ada yang tahu betapa
cerdasnya saya.”)
Smiley (“Anda tahu saya sedang belajar, sebab saya tersenyum dan
mengangguk setiap kali anda melihat saya.”)
Mask (“Anda mungkin merasa mengetahui diri saya, tetapi saya akan sangat
bodoh jika membiarkan anda mengetahui siapa saya.”)
Signed Up (“Saya datang kemari tanpa tujuan, saya hanya ditugaskan oleh
kantor.”)
Sub (“Jangan lihat saya. Saya hanya menggantikan rekan saya yang tidak bisa
hadir.”)
93. Pemahaman & pengelolaan
TIPE - TIPE peserta
Belligerent (“Tidak seorang pun yang bisa mengajari secara lebih baik.”)
Live and Let Live (“Tetaplah anda berdiri dan berbicara, dan saya akan
duduk dan mendengarkan.”)
We always (“Tetapi itu bukan cara yang selalu kami kerjakan.”)
I always (“Tetapi saya selalu berpikir bahwa anda seharusnya …….”)
Last Time (“Tetapi trainer yang lalu mengatakan ……….”)
Never 1 (“Secara teori itu sangat baik, tetapi tidak pernah berhasil dalam
praktek”)
Never 2 (“Itu adalah ide yang baik, tetapi boss saya tidak akan pernah
menyetujui.”)
95. Visual Design Rules
6. Distract
7. Uniform
8. 18; 30-36
9. Fancy
10. 5
You are the best visual aid of all. Do not let your
visual aids overshadow you the presenter!
96. Can you improve this visual?
We seldom realise it, but a lot of our emotions are shown
through our voices. We should try to have a good voice over
the phone when speaking to our customers. Studies have
shown that customers are more satisfied if they were
attended to by an officer with a friendly voice than one
with an unfriendly tone, REGARDLESS of outcome!
We wouldn’t want to lose an existing customer, as 80% of
our business comes from 20% of our existing customer
base. It is also 3 times more costly to attract new
customers than it is to retain an existing one.
A tired sounding voice or monotonous tone over the phone may
show that you and your company are just too tired or fed up to
handle the caller’s problems. An impatient tone that cuts the
customer off may show that you have no time to deal with the caller.
An improper greeting could show to the customer that you or your
company are not professional enough.
98. Singapore’s Economic Status,
2003
Expected GDP for the year was $500 billion.
GDP so far, up to September is $360 billion.
Expected number of jobs in the market was
56,000. However, there have been 30,000
jobs taken up as at September.
99. Suggested representation
Shortfall Expected in GDP and Jobs
500 60,000
500 56,000
450
360
50,000
400
350 40,000
300
Jan - Sep 30,000 Jan - Sep
250 30,000
200 Expected Expected
150 20,000
100
10,000
50
0 0
GDP Number of jobs
100. Singapore Economy 2003
Heavy industry 25%
Light industry 21%
Construction 16%
Services 8%
Business services 4%
Manufacturing 18%
Hospitality 5%
Education services 3%
101. Suggested representation
Hospitality Education
5% 3% Heavy industry
Manufacturing 25%
18%
Business
4%
Services Light industry
8% Construction 21%
16%
102. Sales over the last 5 years
Sales in 2000 was US$200 million
In 2001, it was US$195 million
Sales turnover was US250 million in 2002
2003, US$230 million
2004, sales was US$260 million
We expect an upward trend for 2005
103. Suggested Representation
Sales expected to go up in 2005
300
250 250 260
230
S$ Millions
200 200 195
150
100
50
0
2000 2001 2002 2003 2004
Year
104. Facilitation Skills
BRIDGE
Content Observing Listening Learners
Attending Four Basic Skills Questioning
Facilitation Skills are the bridge
between the content and learners
105. Attending
Skills/Behaviors
Four attending behaviors to consider:
1. Face the learners.
2. Maintain appropriate eye contact.
3. Move toward the learners.
4. Avoid distracting behaviors.
106. Observation Skills Steps
STEP 3
Take appropriate
STEP 2 action.
STEP 1 Try to determine the
person’s feelings.
Look at person’s face,
body position, and body
movements.
107. Listening Skills
Listening involves two key steps:
1. Listening to the words being expressed.
2. Paraphrasing what was said to
demonstrate understanding.
108. Step 1: Listen to the Words
Two major roadblocks:
1. Internal distractions.
2. External distractions.
109. Step 2: Paraphrasing
Requires verbal interaction, either to...
1. Get additional information.
2. Verify what you think was said.
110. Questioning Skills
There are three skills associated with
the questioning process:
1. Asking questions.
2. Handling answers to questions.
3. Responding to questions.
111. Questioning Skills:
Asking Questions
1. Two Basic Types:
- Closed
- Open
2. Phrasing: See Guidelines for Phrasing…
3. Directing:
- Group
- Individual
113. Questioning Skills:
Responding to Questions
Three acceptable ways to respond:
1. Provide the answer yourself.
2. Redirect the question to a learner.
3. Defer the question.
(See Responding to Questions)
114. Characteristics of Adult
Learners
Impatient learners, urgency
Definite needs, several goals
Need quick success
Have experience to share
Fearful of embarrassment
Easily frustrated
117. Stages of Learning Cycle
Concrete Experience
Learning by FEELING
learning from specific experiences
Relating to people; sensitivity to feelings and people
Reflective Observation
Learning by WATCHING
Careful observation before judgment
Viewing from different perspective; searching for meaning
Abstract Conceptualization
Learning by THINKING
Logical analysis of ideas
Systematic planning; intellectual understanding of
situation
Active Experimentation
Learning by DOING
Ability to get things done
Risk taking, influence people through action
118. Concrete Experience
Laboratories Films/Videos
Observations Readings
Text Readings Problem Sets
Simulations/Games Examples
Field Work
119. Reflective Observation
Logs Thought Questions
Journals Rhetorical Questions
Discussion E-Mail List Serves
Brainstorming On Line Discussion
Forums
125. DELIVERY METHODS
K A A C PSS I P S P A K R
Case Study 4 5 1 5 1 4
Lecture 8 7 7 8 7 3
Games 5 4 2 3 2 7
Film 6 6 8 6 4 5
Role Play 2 2 3 1 3 6
KA: Knowledge Acquisition IPS: Interpersonal Skills
AC: Attitude Change PA: Participant Acceptance
PSS: Problem Solving Skills KR: Knowledge Retention
126. THE OPENING
1. Enthusiastic
2. Greeting
3. Ice breaking
4. Introduce yourself and ask
participants to do so (learn
something about them)
5. Explain the objective & agenda
6. Sell training benefits
7. Ask participants’ commitment
creatively
127. Overview Of Speech Structure
INTRODUCTION
Point1 Point2,3
Reason Reason
Example (or Evidence)Example
Point1 Point2,3
CONCLUSION
129. People will retain
10% of what they Read
20% of what they Hear
30% of what they See
50% of what they See and Hear
70% of what they Say
90% of what they Do
